Explores the impact on K-12 environmental education and the preparation of K-12 teachers to deliver effective environmental education of the national and state standards movement begun by the Goals 2000 program. Describes what constitutes effective environmental education, the role technology might play in such education, and how national and…

Focuses on issues concerning the introduction and implementation of the National Model of the American School Counselor Association (ASCA) within the U.S. school system. Highlights the challenges faced by ASCA in introducing the national model for school counseling programs and the role of the school counselor, as described in the national…

A survey of the academic officers of optometric institutions suggests that outcomes assessment varies substantially across programs in the areas of curriculum, scholarship and research, faculty, administration, and facilities. (EV)

Describes Standard & Poor's School Evaluation Service (SES), a Web-based analytical tool to help educators comply with the No Child Left Behind Act of 2001. Describes what SES does, how it was developed, the analytical criteria, and the value of SES. Includes three illustrations of SES applications, such as tracking district finances. (PKP)

Aims to contextualize recognition of prior learning (RPL) as a principle and to show the implications of recent developments in education for implementing RPL in higher education in South Africa. (EV)

Describes how Cleveland State University implemented a strategy that includes a standard, support, and training for use of personal digital assistants (PDAs). Explains how this has helped put the campus in control of how the technology is used in the enterprise. (EV)

Describes how South Carolina uses career clusters in its schools, what they need to make implementation successful, and the future of clusters. Looks specifically at the following clusters: transportation, distribution and logistics; arts, audiovisual technology, and communications; and health science. (JOW)

Describes the introduction of problem-based learning experiences into the curriculum of the title program and discusses results of evaluation, which indicated mostly positive reactions to problem-based learning. (EV)

Voices concerns over expansion of writing centers. Suggests that writing centers planning to expand should articulate the basic premises upon which their center was built. Suggests that a program of expansion be accompanied by a careful examination of the center's power structure. Urges all writing center expansion preserve a strong human…

This article identifies the major risks faced by young children in aquatic programs, outlines several methods for managing risk factors, and discusses the steps involved in implementing a risk-management system. (IAH)

Describes the efforts of a Denver (Colorado) comprehensive high school to develop a "Direction 2000" plan to restructure its purposes, goals, and program. In the awareness and planning stages, participants listed the school's strengths, compiled a "why change?" list, and outlined 10 attributes of a restructured school. (MLH)

When he was director of alternative schools and deputy superintendent of New York City's District Four in the 1970s and 1980s, Seymour Fliegel created a districtwide free choice plan and a nationally recognized network of 24 alternative concept schools. In this interview, Fliegel argues the merits of choice and suggests ways for schools to…

Describes Staying Healthy after Fifty, a comprehensive health promotion program for older adults, and the teaching and learning methods used. Outlines the course content for instructors, facilitators, and course participants. (JOW)

Describes a conceptual model for bibliographic data called Maestro (Management Environment for Structured Text Retrieval and Organization) that is being developed both to support structured documents in databases, and to provide a query language to link information contained in these structures. Traditional text retrieval systems are discussed,…

The cognitive model of moral education, based on abstract moral reasoning, is largely a male model. The author argues that educators have ignored the voice of women when thinking about, planning, and implementing moral education in the schools. The feminine model is described and avenues for implementation are proposed. (Author/JOW)